EA 3 UNIT PLAN -- Economic, Social, Ethical and ...ctaeir.org/Unit Plan/Engineering and...

Georgia CTAE Resource Network Unit Plan Resource Unit 3 – Economic, Social, Ethical and Environmental Impacts • of 9

COURSE: Engineering Applications (ET-EA)

UNIT: 3. Economic, Social, Ethical, & Environmental Impacts

INTRODUCTION Annotation: In this unit, students will describe how external issues constrain the engineering design process

and explain strategies for balancing external issues with the design outcomes.

Grade(s): X 9th

X 10th

X 11th

X 12th

Time: 10 hours

Author:

Gillespie

Students with Disabilities: For students with disabilities, the instructor should refer to the student's IEP to be sure that the accommodations specified are being provided. Instructors should also familiarize themselves with the provisions of Behavior Intervention Plans that may be part of a student's IEP. Frequent consultation with a student's special education instructor will be beneficial in providing appropriate differentiation.

E N G I N E E R I N G & T E C H N O L O G Y


FOCUS STANDARDS GPS Focus Standards: Please list the standard and elements covered.

ENGR-EA-2 – Students will develop and follow a detailed plan for the solution of a design

problem.

ENGR-EA-5 – Students will identify the impacts of social, economic, and environmental

issues on the engineering design process.

ENGR-STEM-1 – Students will recognize the systems, components, and processes of a

technological system.

ENGR-STEM-2 – Students will identify the impact of engineering and technology within

global, economic, environmental, and societal contexts.

ENGR-STEM-3 – Students will design technological problem solutions using scientific

investigation, analysis, and interpretation of data, innovation, invention, and fabrication

while considering economic, environmental, social, political, ethical, health, and safety,

manufacturability, and sustainability constraints.

ENGR-STEM-6 – Students will enhance reading by developing vocabulary and

comprehension skills associated with text materials, problem descriptions, and laboratory

activities associated with engineering and technology education.

CTAE-FS-3 – Communications: Learners use various communication skills in expressing and

interpreting information.

CTAE-FS-6 – Systems: Learners understand a variety of organizational structures and

functions.

CTAE-FS-8 – Leadership and Teamwork: Learners apply leadership and teamwork skills in

collaborating with others to accomplish organizational goals and objectives.

CTAE-FS-9 – Ethics and Legal Responsibilities: Learners commit to work ethics, behavior,

and legal responsibilities in the workplace.

GPS Academic Standards: SCSh6. Students will communicate scientific investigations and information clearly.

SCSh7. Students analyze how scientific knowledge is developed.

MM3P4. Students will make connections among mathematical ideas and to other

disciplines.

National / Local Standards / Industry / ISTE:


UNDERSTANDINGS & GOALS Enduring Understandings: Students will identify the impacts of social, economic, and environmental issues on the engineering design process.

Essential Questions: How do external issues constrain the engineering design process?

What strategies are used for balancing external issues with design outcomes?

How are appropriate accommodations integrated into designed solutions?

Knowledge from this Unit: Factual information.

Skills from this Unit: Performance.


ASSESSMENT(S) Assessment Method Type: Select one or more of the following. Please consider the type(s) of differentiated instruction you will be using in the classroom.

Pre-test X Objective assessment - multiple-choice, true- false, etc. __ Quizzes/Tests

_X_ Unit test Group project X Individual project Self-assessment - May include practice quizzes, games, simulations,

checklists, etc. __ Self-check rubrics

__ Self-check during writing/planning process __ Journal reflections on concepts, personal experiences and impact on one’s life __ Reflect on evaluations of work from teachers, business partners, and competition judges __ Academic prompts __ Practice quizzes/tests

Subjective assessment/Informal observations __ Essay tests

__ Observe students working with partners __ Observe students role playing

Peer-assessment __ Peer editing & commentary of products/projects/presentations using rubrics

__ Peer editing and/or critiquing Dialogue and Discussion __ Student/teacher conferences

__ Partner and small group discussions __ Whole group discussions __ Interaction with/feedback from community members/speakers and business partners

Constructed Responses __ Chart good reading/writing/listening/speaking habits

__ Application of skills to real-life situations/scenarios Post-test

Assessment(s) Title:

Top Engineering Impacts

Assessment(s) Description/Directions: The National Academy of Engineering produced a list of the top 20 engineering impacts of the

20th century. Have students research these advancements & create a presentation of the

impacts (+ & -) these had on our society. Also have them include how society would change if

these had not been invented or if they had been introduced at a different point in time.


Attachments for Assessment(s): Please list.


LEARNING EXPERIENCES Instructional planning: Include lessons, activities and other learning experiences in this section with a brief description of the activities to ensure student acquisition of the knowledge and skills addressed in the standards. Complete the sequence of instruction for each lesson/task in the unit.

Sequence of Instruction

1. Identify the Standards. Standards should be posted in the classroom for each

lesson. ENGR-EA-2 – Students will develop and follow a detailed plan for the solution of a design

problem.

ENGR-EA-5 – Students will identify the impacts of social, economic, and environmental

issues on the engineering design process.

ENGR-STEM-1 – Students will recognize the systems, components, and processes of a

technological system.

ENGR-STEM-2 – Students will identify the impact of engineering and technology within

global, economic, environmental, and societal contexts.

ENGR-STEM-3 – Students will design technological problem solutions using scientific

investigation, analysis, and interpretation of data, innovation, invention, and fabrication

while considering economic, environmental, social, political, ethical, health, and safety,

manufacturability, and sustainability constraints.

ENGR-STEM-6 – Students will enhance reading by developing vocabulary and

comprehension skills associated with text materials, problem descriptions, and laboratory

activities associated with engineering and technology education.

CTAE-FS-3 – Communications: Learners use various communication skills in expressing and

interpreting information.

CTAE-FS-6 – Systems: Learners understand a variety of organizational structures and

functions.

CTAE-FS-8 – Leadership and Teamwork: Learners apply leadership and teamwork skills in

collaborating with others to accomplish organizational goals and objectives.

CTAE-FS-9 – Ethics and Legal Responsibilities: Learners commit to work ethics, behavior,

and legal responsibilities in the workplace.


SCSh6. Students will communicate scientific investigations and information clearly.

SCSh7. Students analyze how scientific knowledge is developed.

MM3P4. Students will make connections among mathematical ideas and to other

disciplines.

2. Review Essential Questions. How do external issues constrain the engineering design process?

What strategies are used for balancing external issues with design outcomes?

How are appropriate accommodations integrated into designed solutions?

3. Identify and review the unit vocabulary.

4. Assessment Activity. Day 1

Have students brainstorm ideas of impacts brought about by engineering advancements and

facilitate a class discussion on positive & negative impacts of engineering.

What are ethics?

How are engineers responsible for maintaining high standards of ethics in their

profession?

How can non-ethical concerns including personal preference, social or political values

etc. have an impact on an engineer’s ethics?

Some general ethics may include honesty, dealing fairly with other people, obeying the relevant

laws, etc. Some principles are specific to engineering. Introduce the Code of Ethics (see

handout).

Day 2

Show Ethics in Engineering slideshow. Facilitate a class discussion on the engineer’s obligation to

society, specific to economic, social, ethical & environmental impacts. Divide into groups &

assign scenarios to each group. Have them use the code of ethics to answer the scenario

questions.

Day 3

Complete scenarios & present information to class

Day 4 – What Does It Mean To Build Green?


Most of us know a little about this concept, but do you understand the ramifications

completely? Begin investigating the issue by visiting several of these websites. Form your own

opinions and then report to the class how this could have an impact on the environment.

1) Building Green http://www.buildinggreen.com/index.cfm

2) GreenBuilder http://www.greenbuilder.com/

3) Green Building Basics http://www.energybuilder.com/greenhome-basics.htm

4) Green Building Resource Guide http://www.greenguide.com/

5) Green Home Building http://www.greenhomebuilding.com/

6) Natural Building Colloquium

http://www.networkearth.org/naturalbuilding/colloquium.html

7) Natural Building, Environmental, and Related Web Pages

http://www.deatech.com/natural/

8) Natural Building Materials http://www.naturalbuilder.com/materials.html

9) U.S. Green Building Council http://www.usgbc.org/

10) Your Home Planet http://www.yourhomeplanet.com/

11) Siting A Natural Building by M.G. Smith

http://oikos.com/library/naturalbuilding/building_site.html

Day 5

Discussion of Top Engineering Impacts of the 20th Century (see handout). Assign students

(individual or groups of 2) an innovation to research. You may set criteria for slideshow

presentation.

Day 6-7

Students research & work on presentations

Day 8

Students complete presentations

Day 9-10

Presentations

Attachments for Learning Experiences: Please list.

ASCE Code of Ethics

ASTM Standards for Site Assessment


ASTM Transaction Screening Guide

Bhopal Case Study Assessment

Bhopal Toxic Disaster

CATT Environmental Lesson and Activities

Engineering Code of Ethics PowerPoint

Environmental Site Assessment Quality Assurance Review

Ethics Case Study 1-4

KWL Chart Assessment

KWL Chart

NAEP Environment Newsletter PDF

NAEP Environment Teacher Guide PDF

NAEP Environment Worksheet PDF

NAEP Environmental Engineering Learning Module

Photographs of Commercial Buildings

Prompt


Notes & Reflections: May include notes to the teacher, pre-requisite knowledge & skills, suggestions, etc.

CULMINATING PERFORMANCE TASK Culminating Unit Performance Task Title: Code of Ethics Scenarios

Culminating Unit Performance Task Description/Directions/Differentiated Begin with a discussion of ethics in general. Introduce (review) the American Society of Civil

Engineering Code of Ethics & show Ethics in Engineering PowerPoint. Divide students into groups

to evaluate the different scenarios.

Attachments for Culminating Performance Task

Engineering Code of Ethics

ASCE Code of Ethics

Ethics Case Study One


Ethics Case Study Two

Ethics Case Study Three

Ethics Case Study Four

UNIT RESOURCES Web Resources:

Attachment(s): Supplemental files not listed in assessment, learning experiences, and performance task.

Materials & Equipment:

What 21st Century Technology was used in this unit:

X Slide Show Software X Graphing Software Audio File(s)

Interactive Whiteboard Calculator Graphic Organizer

Student Response System X Desktop Publishing Image File(s)

Web Design Software Blog Video

Animation Software

Wiki

Electronic Game or Puzzle

Maker

Email Website

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